Course Syllabus
Saint Mary’s University of Minnesota
Schools of Graduate and Professional Programs
Delivery Method: Remote
Multicultural Studies of the Family
MFT 615 A
Spring 2022
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Instructor |
J. Phillip Rosier Jr. |
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Phone |
612-701-0946 |
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prosier28@gmail.com |
Course Credits
3 credits.
Course Dates/Hours
Tuesdays, 5:30pm – 8:30pm
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January 4th |
5:30pm – 8:30pm |
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January 11th |
5:30pm – 8:30pm |
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January 18th |
Asynchronous |
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January 25th |
5:30- 8:30 pm |
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February 1st |
5:30pm – 8:30pm |
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February 8th |
5:30pm – 8:30pm |
| February 15th |
5:30pm – 8:30pm |
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February 22nd |
5:30pm – 8:30pm |
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February 29th |
5:30pm – 8:30pm |
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March 1st |
5:30pm – 8:30pm |
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March 8th |
5:30pm – 8:30pm |
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March 15th |
5:30pm – 8:30pm |
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March 22nd |
5:30pm – 8:30pm |
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March 29th |
5:30pm – 8:30pm |
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April 5th |
Asynchronous |
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April 12th |
5:30pm – 8:30pm |
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April 19th |
5:30pm-8:30 pm |
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Prerequisites or Concurrent Courses
Prerequisite(s): MFT605, MFT620, Corequisite: MFT617
Course Description
This course focuses on the study of culturally diverse couples and families with special emphasis on understanding the significance of cultural contexts in working with people of different people groups. Issues of racism, sexism, heterosexism, ageism, able-ism, and other -isms are explored. Dynamics of power and privilege are explored. Strategies to prevent biases from interfering with therapeutic relationships are developed. Included is an exploration of various types of couples and families.
Student Learning Objectives
Upon completion of this course, students are expected to be able to do the following:
- Identify and describe a variety of forms of family diversity, including race, ethnicity, socioeconomic status, gender identity, age, development, sexual identity, physical health or ability, spirituality or religion, trauma exposure, life experience, family structure, communication style, etc.
- Define family ethnicity and articulate its connection to related concepts such as culture, class, gender, and racism.
- Apply examples of diversity in families within various ethnic groups to the practice of marriage and family therapy, evaluating how such diversity might lead to differential outcomes.
- Analyze and evaluate the dynamics and effects of racism, privilege, discrimination, and ignorance in our understanding of multiculturalism and cultural responsiveness.
- Create effective approaches for working with diverse families in marriage and family therapy settings.
- Describe the diversity of gender roles and functions related to various styles of family organization.
- Identify values and beliefs systems related to various family forms in order to serve family units that exceed personal experience or conflict with values or belief systems.
- Create a plan for developing a culturally affirming professional identity.
Required Textbook
Wing Sue, D., & Sue, D. (2019). Counseling the culturally diverse: Theory and practice (8th ed.).
Hoboken, NY: John Wiley & Sons. ISBN: 978-1119448242
DiAngelo, R. (2018). White Fragility: Why It's So Hard for White People to Talk About Racism.
Beacon Press. ISBN-13: 978-0807047415
Recommended Textbook
Paniagua, F. A. (2014). Assessing and treating culturally diverse clients: A practical guide (6th ed.).
Thousand Oaks, CA: Sage. ISBN 978-1412999779
Artcles
Hardy, K.V., & Laszloffy, T.A (1995). The cultural genogram: Key to training culturally competent
family therapists. Journal of Marital and Family Therapy, 21, 227-237.
Thomas, A.J. (1998). Understanding culture and worldview in family systems: Use of the multicultural
genogram. The Family Journal, 6, 24-32.
Canvas Access
Canvas is Saint Mary’s Learning Management System and may be accessed from https://smumn.instructure.com.
Technical Support
For technical support, contact our helpdesk at the following:
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Email: |
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Website: |
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Phone: |
612-728-5100: x7800, local Twin Cities |
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Alt. Phone: |
866-437-2788; Choose HelpDesk menu option |
Minimum Technical Hardware Requirements
Saint Mary’s students are required to have a computer and to have consistent and reliable access to the internet for use in their studies. Computers allow students to connect with the online learning environment, enhance the interaction with instructors and classmates, and gain access to educational resources, such as library databases and other resources. Select academic programs may have additional hardware or software requirements. Students should check with the appropriate chair or program director to ensure that they have the required hardware and software to be able to participate successfully in their respective programs.
Important note: Smartphones and tablets do not meet the minimum requirements for coursework at Saint Mary’s. Coursework requires a full keyboard and a minimum screen size of 13 inches. Smartphones and tablets can aid and support coursework, but alone they are not sufficient.
Synopsis of Assignments
Assignment Title: Discussion Forum on Cultural Interview 20 points
Description: Students will conduct an interview with a family member, a friend, neighbor, or colleague, from a culture different than their own, about their family and cultural traditions, religion, values, health history, health behaviors, insurance coverage, and access to care. Interviewee should be older than 21 years of age. You will post your interview and keep interviewee name and all names mentioned during interview confidential. Clarify boundaries of confidentiality with interviewee about what they will share with you and what you will write.
Please post interview by January 25th, read other posts, and leave at least two reflective comments to peers by 1/28th.
Objectives 1, 2, 3, 4, 6, 7 Due January 25th
Assignment Title: Genogram Presentations 20 points
Description: Each student is expected to prepare a cultural genogram based on the following research articles:
Hardy, K.V., & Laszloffy, T.A (1995). The cultural genogram: Key to training culturally competent family therapists. Journal of Marital and Family Therapy, 21, 227-237.
Thomas, A.J. (1998).Understanding culture and worldview in family systems: Use of the multicultural genogram. The Family Journal, 6, 24-32.
Students will construct and present their own cultural genogram in class. Students will challenge themselves by focusing on pride and shame issues regarding their ethnic identity and consider what impact those issues might have on them as a therapist in training. Students will also focus on areas of privilege in their family, for example this can be privilege coming from ethnicity, social economic status, level of education, affection preference, or abilities.
Objectives 3, 5, 6, 7
Due February 1st – March 29th
Assignment Title: Discussion Forum on Cultural Field Trip 20 points
Description: After doing the assigned readings and attending the cultural experience field trip, post a 300-350-word reflection on the Blackboard Discussion Forum. Read at least 2 fellow classmates’ postings/reflections and leave a reflective comment and questions to prompt further thinking/reflection. Revisit your original post to respond the questions/comments left by classmates. Discussion forums will be set up on our Blackboard course site.
Please post discussion by April; 5th and leave at least two reflective comments to peers by April 8th 2022.
Objectives 1-8
Due April 5th
Assignment Title: Discussion Forum on “American Son” Film Due April 12th 20 points
Description: After completing the assigned reading and watching the movie, post a 300-350-word reflection on Canvas forum by 4/12. Think about your own experience with race and ethnicity. What has it been like to be your ethnicity? What are the challenges? What are the positives? Additional guidelines will be provided.
Read at least 2 fellow classmate’s postings/reflections and leave a reflective comment and questions to prompt further thinking/reflection by 4/15. Revisit your original post to respond the questions/comments left by classmates. Discussion forums will be set up on our Canvas course site.
Objectives 1, 2, 3, 4, 5, 7, 8 Due April 12th
Assessment of Student Performance/Grading Policies
Genogram Presentations 20 points
Canvas Discussion Forum on “Assigned” Film 20 points
Canvas Discussion Forum on Cultural Field Trip 20 points
Canvas Discussion Forum on Cultural Interview 20 points
Participation points (vulnerability, risks, personal experiences, discussion 20 points
forum and knowledge
Total 100 points (80 w/p)
Late Assignments: For each day an assignment is handed in late, one point will be lost from the grade for that assignment.
Graduate Grading Scale
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A |
90-100% |
90-100 points |
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B |
80-89% |
80-89 points |
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C |
70-79% |
70-79 points |
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NC |
Below 70% |
<70 points |
Course Time Standards
One graduate credit requires 15 contact or instructional hours. In addition, it is suggested that students invest a minimum of two hours per contact/instructional hour in outside study.
Student Ratings of Teaching and Learning
Students are expected to provide feedback about teaching and learning in the course. Near the end of the course, find a link to the student rating of teaching and learning in your SMUMN email and on your course site in Canvas. Please be assured the system records responses anonymously.
University Conduct and Academic Policies
See the course Canvas site for a direct link to University Conduct and Academic Policies. More details on this policy should be reviewed by following this link to the Course Catalogue: Academic Integrity and Dishonesty.
Writing Center and Library Services
See the course Canvas site for direct links to these departments.
Access Services for Students with Disabilities
Saint Mary's University is committed to ensuring that students with documented disabilities have access to equal educational programs and activities at the university. If you have, or believe you may have, a disability that may interfere with your ability to participate in the activities, coursework, or assessments of this course, you may be entitled to accommodations. Please contact Laura Lanning at accessservicessgpp@smumn.edu as early in the semester as possible to arrange a confidential discussion about your need for accommodations.
Topical Outline
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Meeting Time/Week/Module |
Topics and Learning Activities |
Readings and Assignments |
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January 4th ZOOM |
Topic: Introduction of instructor and students Course overview –Syllabus The Multicultural Journey to Cultural Competence
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Read Ch. 1-3 in Counseling the culturally diverse: Theory and practice –discuss in class. Read Introduction and Ch. 1 in White Fragility.
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January 11th |
Topic: Discuss Political and Social Justice, Impact of systemic oppression, Microaggressions |
Read Ch. 4-6 in Counseling the culturally diverse: Theory and practice. Read Ch. 2 and Ch. 3 in White Fragility.
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January 18th ZOOM |
Watch Videos on Canvas
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Read Ch. 12 & 18 in Counseling the culturally diverse: Theory and practice Read Ch. 4 and Ch. 5 in White Fragility. .
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January 25th |
RIAS-B and Identity models Topic: White Racial Identity and Multiracial Populations
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Read Ch. 10 & 15 in Counseling the culturally diverse: Theory and practice ASSIGNMENT DUE: Cultural Interview |
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February 1st ZOOM |
Topic: Counseling African Americans |
Read Ch. 14 in Counseling the Cultural Diverse ASSIGNMENT DUE: Cultural Genogram |
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February 8th ZOOM |
Topic: Counseling American Indians and Alaska Natives Guest Speaker Experiential activities and group discussions |
Read Ch. 10 & 15 in Counseling the culturally diverse: Theory and practice –discuss in class Read Cultural Genogram Articles ASSIGNMENT DUE: Cultural Genogram Presentations |
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February 15th Zoom |
Topic: Counseling Jewish Americans Guest Speaker/Group Presentation Experiential activities and group discussions |
Read Ch. 21 in Counseling the culturally diverse: Theory and practice –discuss in class. ASSIGNMENT DUE: Cultural Genogram Presentations |
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February 22nd ZOOM |
Topic: Counseling LGBTQ Populations Guest Speaker: Group Presentation Experiential activities and group discussions
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Read Ch. 23 in Counseling the culturally diverse: Theory and practice –discuss in class. ASSIGNMENT DUE: Cultural Genogram Presentations |
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March 1st ZOOM |
Topic: Counseling Asian Americans Guest Speaker/Group Presentation Experiential activities and group discussions
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Read Ch. 16 in Counseling the culturally diverse: Theory and practice –discuss in class ASSIGNMENT DUE: Cultural Genogram Presentations |
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March 8th Online |
Topic: Counseling Latinx Populations Experiential activities and group discussions
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Read Ch. 17 in Counseling the culturally diverse: Theory and practice –discuss in class. Read Cultural Genogram Articles ASSIGNMENT DUE: Cultural Genogram Presentations
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March 15th ZOOM
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Topic: Counseling Arab Americans & Muslim Americans Guest Speaker/Group Presentation Experiential activities and group discussions
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Read Ch. 19 in Counseling the culturally diverse: Theory and practice –discuss in class. ASSIGNMENT DUE: Cultural Genogram Presentations |
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March 22nd ZOOM
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Topic: Counseling Immigrants and Refugees/Group Presentations Guest Speaker Experiential activities and group discussions |
Read Ch. 20 in Counseling the culturally diverse: Theory and practice –discuss in class. ASSIGNMENT DUE: Cultural Genogram Presentations |
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March 29th ZOOM |
Topic: Counseling Individuals and Families with Disabilities, Counseling Individuals and Families Living in Poverty, Counseling Older Adults, & Counseling Women Experiential activities and group discussions
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Read Ch. 22, 24, 25, & 26 in Counseling the culturally diverse: Theory and practice –discuss in class. ASSIGNMENT DUE: Cultural Genogram Presentations |
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April 5th Online |
Topic: Cultural Event Online discussions. Canvas video and online sharing
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Read Ch. 11, 12, & 13 in Counseling the culturally diverse: Theory and practice Read Resources for Continuing Education in White Fragility. Research an online cultural event, diversity conference, or in an activity with a cultural group from a different culture than your own. Examples of a cultural field trip may be to attend an online religious service at a Synagogue or a Church; a festival of a specific culture online; or an event with a community that is different than your own. After completing the reading and attending the cultural field trip, reflect on your experience, what you learned, your feelings towards the experience, and how would you do therapy with this cultural group. ASSIGNMENT DUE: Canvas Discussion Forum
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April 12th ZOOM |
Topic: The Practice Dimensions of Multicultural Counseling/Therapy Racial/Cultural Identity Development in People of Color: Therapeutic Implications.
Discussion (Cultural Trip) and experiential racial identity activities
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Read Ch. 11 in Counseling the culturally diverse: Theory and practice Watch the assigned film. American Son. Instructions will be in Blackboard Discussion Forum.
ASSIGNMENT DUE: Blackboard Discussion Forum |
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April 19th ZOOM
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Topic: Therapy Overview, Counseling Multiracial Populations, & Cultural Competence Cultural Online Games Multicultural Plan Experiential activities and group discussions (class review) Cultural Online Potluck
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Read Ch. 13 & 18 in Counseling the culturally diverse: Theory and practice –discuss in class.
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Additional Standards
Program Mission and Goals
Mission: Recognizing the relational and systemic qualities of all life, the Marriage and Family Therapy program at Saint Mary’s University exists to aid students in deepening their own understanding of relational health and their own skills in facilitating relational health in all kinds of human systems.
The MFT program goals reflect both the professional skills and practice required of program graduates and embody the result of effective core learning outlined for programs in the Schools of Graduate and Professional Programs and the requirements of the Minnesota Board of Marriage and Family. Student Learning Outcomes (SLO) are indicators of program goals.
Upon completion of the program, students are expected to be able to do the following:
Program Goal 1: Reflect an understanding of and respect for cultural diversity through professional relationships and communication with diverse clients, peers, and organizations by
SLO 1.1: articulating effects of their own social identities and power (social location) and experiences in professional relationships and practice.
SLO 1.2: analyzing sociopolitical, socioeconomic, and historical factors that can shape clients’ lives.
SLO 1.3: integrating cultural diversity-centered assessment and intervention into clinical practice.
Program Goal 2: Integrate knowledge of MFT theory and models to clinical practice by
SLO 2.1: demonstrating knowledge of a variety of systemic/relational theories and models of C/MFT practice.
SLO 2.2: applying systemic/relational theory and models to clinical case conceptualizations.
SLO 2.3: integrating systemic/relational theories and models with other conceptual frameworks (e.g. biological, psychological, sociological).
Program Goal 3: Develop a systemic perspective for the treatment of mental health issues of individuals, couples, and families by
SLO 3.1: demonstrating knowledge of a variety of systemic/relational assessment methods.
SLO 3.2: demonstrating knowledge of the DSM-V diagnostic framework.
SLO 3.3: integrating systemic/relational assessment and DSM-V diagnostic systems into clinical practice.
SLO 3.4: designing treatment plans derived from integrative systemic/relational and DSM-V diagnostic assessment.
Program Goal 4: Create effective interventions to promote well-being in clients through preventative, developmental, systemic and/or remedial services by
SLO 4.1: constructing interventions that derive from conceptualization and treatment planning.
SLO 4.2: applying a wide variety of developmental, systemic, preventative, and/or remedial services interventions.
Program Goal 5: Conduct clinical practice within an ethically-informed framework based on the AAMFT Code of Ethics, legal requirements, sound judgment, and professional compassion by
SLO 5.1: evaluating clinical situations for ethical, legal, and professional issues affecting therapy.
SLO 5.2: intervening with clinical situations to maintain ethical, legal and professional standards of behavior.
Program Goal 6: Demonstrate familiarity with MFT research literature and the relationship between MFT literature and practice by
SLO 6.1: analyzing MFT research literature for its strength and limitations and sociocultural implications.
SLO 6.2: applying relevant research findings to clinical practice.
Program Goal 7: Develop and articulate their professional development plans and skills by
SLO 7.1: articulating steps for future professional development.
SLO 7.2: demonstrating written, verbal, and nonverbal communication skills with clients and professionals.
Additionally, the MFT program will annually attain accreditation achievement levels:
Program Goal 8: The Student Achievement Criteria reflecting student/graduate achievement data will meet COAMFTE requirements by
SLO 8.1: Student cohorts’ graduation rates will comply with COAMFTE reporting requirements for
- Minimum rate of graduation (2.3)
- Advertised rate of graduation (3 years)
- Maximum rate of graduation (5 years)
SLO 8.2: Student cohorts’ job placement rate will comply with COAMFTE reporting requirements.
SLO 8.3: Student cohorts’ licensure exam pass rate will comply with COAMFTE reporting requirements.